EFL Teachers’ Background Knowledge is the Key to Learners’ Needs

Salwa Al Darwish

Abstract


This study aimed at examining an unorthodox approach in which teacher trainees observe experienced teachers to benefit from their professional experience instead of the more common practice in which teacher trainees are evaluated through self-reflection and peer review. The target population was 111 teachers randomly selected by 20 teacher trainees teaching English in 20 schools within 6 school districts in Kuwait. A mixed method of questionnaire and observation by the teacher trainees was used for data collection. The results showed a discrepancy between the questionnaire responses and personal observation. The questionnaire responses indicated that the teachers had significant confidence, high competency, and excellent performance. However, classroom observation revealed that EFL teachers had to plan their classes with constraints of limited teaching hours and resources and mixed levels of proficiency and learning environment. Thus, Kuwaiti EFL teachers have the ability, proficiency, and confidence to teach EFL, but lack the required freedom from the educational authorities to implement their methods.


Full Text: PDF DOI: 10.5539/ies.v5n6p251

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.